CHALLENGES OF SPECIAL EDUCATION TEACHER TEACHING READING SKILLS TO LEARNERS WITH DOWN SYNDROME

This study was conducted to investigate the challenges encountered by Special Education Teachers in teaching reading skills to learners with Down syndrome in Naval Central School SpEd Center at Municipality of Naval, Biliran. A single case study research design was employed to better comprehend a real- life occurrence, essential environmental factors relevant to the event under investigation. Furthermore, an adapted interview guide questionnaire was also utilized to gather data. The participant of this study is one (1) Special Education Teacher Teaching Learners with Down syndrome in Naval Central School SpEd Center at Municipality of Naval, Biliran. The results revealed that teaching reading skills to learners with down syndrome encompasses challenges encountered by the special education teachers mainly on attention span, repetitive teaching, non-verbal and classroom management. It showed that the existence of those challenges encountered hindered the teaching of special education teachers and serves as barrier to the learning of learners with down syndrome in reading skills. Nevertheless, it also threatens the teaching capacity of the special education teachers teaching children with disabilities. On the other hand, based on the result revealed that there are coping mechanisms employed by the special education teacher to deal with the aforementioned challenges encountered; assistive technology; dedication and commitment. Therefore, it reveals its significant contribution in coping up those challenges encountered teaching reading skills to learners with Down syndrome. Thus, in consideration of the foregoing results, the school must provide continuous educational support such as assistive technology that could ease the difficulties faced by the special education teachers teaching children with disabilities (CWD). A similar study may be conducted in any special education teachers handling learners with special educational needs (LSENs) for a large number of participants.